A study examined the alignment between state standards and assessments in elementary reading. The impetus for the study was a request by the National Research Council's Committee on Title I Testing and Assessment for information on the extent to which students' performance on state assessments could be assumed to provide evidence of their level of…

In 1991, the United States participated in the International Evaluation of Educational Achievement (IEA) Reading Literacy Study that assessed the reading literacy of fourth-grade students in 32 countries. When a new study of fourth-grade reading literacy was being planned for 2001, the IEA decided to create a new assessment: Progress in…

This topical bibliography and commentary provides an overview of current thinking on the role of phonics in reading instruction. It discusses the value of phonics, phonics and phonemic awareness, the need for explicit instruction, principles in phonics instruction, and recommended instructional procedures. It concludes that findings from research…

The Fact and Fiction Research Project, funded by the ESRC (Economic and Social Research Council) and based at the School of Education, University of Southampton (England), completed a 2-year study into gender and reading in the 7-9 age group. The project, designed to address boys' underachievement in English by reviewing their development as…

Developing a community of people interested in improving student reading achievement is an ongoing trend in education. Time and effort need to be put forth to become engaged in studying and promoting reading achievement. With high stakes state-mandated testing, it becomes even more important for teachers, school administrators, and the lay public…

The purpose of this study was to determine whether graphic organizers serve as a better tool for comprehension assessment than traditional tests. Subjects, 16 seventh-grade learning disabled students, were given 8 weeks of instruction and assessments using both graphic organizer and linear note forms. Tests were graded, compared and contrasted to…

Low achievement in literacy correlates with high rates of school dropout, poverty, and underemployment. The far-reaching effects of literacy achievement have heightened the interest of educators and noneducators alike in the teaching of reading. As the goal is pursued of providing literacy instruction that is most likely to lead to high rates of…

This article on what principals should know about reading addresses the issue of how to prepare students to become competent lifelong readers. It lays the foundation for bringing about high gains in reading motivation and achievement, and presents five basic premises and sets of recommendations for each premise. The premises are: (1) children…

This informational report on Accelerated Reader, a learning information system which provides educators with accurate, current data for every student in every class, was submitted to the superintendent of South Bay Union School District in Imperial Beach, California by the assistant superintendent. The report documents the academic gains made in…

Reading First is one of the most important components of President George W. Bush's "No Child Left Behind Act"--the bipartisan law to improve American education. It sets aside $900 million this year to ensure that schools use only scientifically based instruction and teaching methods. This informational brochure explains how Reading…

The North Central Regional Educational Laboratory (NCREL) is one of 10 regional educational labs funded by the U.S. Department of Education. Since 1984, NCREL has been providing research-based resources and assistance to educators, policymakers, and communities in Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. The primary…

Reports that no significant relationships were found between the selected visual perceptual, visual motor, and inter-sensory integration skills and reading achievement. (TO)

Describes a study designed to determine the correlations between scores on a reading test and a self concept test and the persons admitted to and completing a program in nursing and those not completing the program. (TO)